Describes a college composition course in which the class read and evaluated newspaper articles from the "Atlanta Journal-Constitution" as it critically addressed the operations of subtexts, genres, target readers, and class interests. (JD)

Presents and discusses a descriptive paragraph useful for teaching composition students how rhetorical fragments work in writing and why sentence fragments do not. (HTH)

Two methods to help psychology students read research critically are described. One that has been used successfully with higher-level research classes focuses on the content of research articles. The second technique requires a more global response to a research article and can be used at all levels of the curriculum. (Author/RM)

Describes an exercise in analyzing an editorial which illustrates linguistic principles. (DD)

Although children often receive classroom opportunities to retell and summarize information, they must also learn how to critically examine what they read. Critical reading of multiethnic literature helps children develop understanding, respect, and value for the diverse cultures and people in the world. This paper discusses the value of…

Describes an introductory poetry course in which a variety of specific facts regarding periods, artists, and masterpiece works were used as examples to facilitate development of student skills in close reading, analysis, evaluation, and criticism. (TO)

Concludes that critical reading and critical thinking have little or no unique variances, that both can be accounted for by language and vocabulary ability, and that they overlap. (RB)

A rebuttal to an article by Robert Jensen, Physician, Heal Thyself (Architectural Forum, June 1973) about McMaster University Health Sciences Center in Hamilton, Ontario. The original article attempted to put architecture into its social context and to discuss the values and images to which it should respond. A reply by Mr. Jensen is included.…

With the aid of a reading analyzer teachers can improve their students' reading abilities thereby enabling them to make a detailed analysis of a piece of reading material. (Author/RK)

Suggests that the Right to Read'' movement should be secondary to a right to think'' movement because language is a symbolic expression of knowing or thinking, and as such it takes second place to the development of thinking. (Author/RB)

The most successful assignment the author has developed is having students analyze magazine advertisements. The students consider audience, classification, appeal, visual factors, and selling technique. (Author/JB)

This article is a rejoinder on comments, by several contributers, on an article concerning encounter groups written for this same issue by William Coulson. (CJ)